EXAMINING THE RELATIONSHIP BETWEEN ATTENTION LEVELS, SELF-REGULATION AND READING COMPREHENSION SKILLS OF PRIMARY SCHOOL STUDENTS

Abstract

In this study, it is aimed to examine self-regulation and reading comprehension skills of primary school students and their attention levels in terms of various variables, and to determine the relationship between attention level, self-regulation and reading comprehension skills. The sample of the study, which was designed in the relational screening model that is one of the quantitative research methods, is a total of 357 primary school fourth grade students, 177 girls and 180 boys, determined by stratified sampling method from simple random sampling methods. The data of the research were collected by using personal information form, d2 Attention Test, Inventory for Children's Self-Regulated Learning Use and Reading Comprehension Test. The data of the study were collected between February and June 2017. Data were analysed by independent samples t-test, one-way analysis of variance (ANOVA), Kruskal Wallis-H test and Pearson correlation analysis. A computer-aided statistical program was used in all analyses. As a result of the study, it was observed that the reading comprehension skills of the students were at the “intermediate” level, and showed a significant difference according to gender and education level of the parents. Self-regulation skills and attention levels of the students were found to be “high” and significantly differentiated according to the education level of the parents. In addition, it was ascertained that there was a positive, significant and high level relationship between the attention level and reading comprehension skills, and there was a positive, significant and low level relationship between attention level and self-regulation skills.